译林版高中英语必修二Uint3 Extended reading 教案(雅礼版)

《英语》（选择性必修·第二册）Unit 3 Fit for lifeExtended readingI. Learning objectivesBy the end of the lesson, students will be able to:1. know some basic information about acupuncture;2. analyse the structure of the article;3. share their ideas about acupuncture treatment.II. Key competence focus1. Analyse the structure of the article and get the main idea of each paragraph.2. Explain their attitudes towards acupuncture with reasons.III. Predicted area of difficulty1. Get the main idea of each paragraph.2. Explain their attitudes towards acupuncture with reasons.IV. Teaching proceduresStep 1 BrainstormingT asks Ss to brainstorm some medical achievements Chinese people have achieved.•What can you think of when talking about the Chinese medical achievements?•Have you ever experienced acupuncture? What do you know about it?【设计意图：结合本单元前面的内容，让学生头脑风暴一些中国现有的医学成就，既回顾之前学过的知识，也顺利引出本节课的内容——针灸。

SectionⅢExtended reading,Project,Assessment&Further studyⅠ.核心词汇1．______n.前夜，前夕2．______n.瓷，瓷器3．______n.盘子，碟子；板块；车牌4．______n.种类，类别v t.整理；分类；妥善处理5．______n.猪肉6．______n.(咬下的)一口；咬；咬伤v.咬，叮7．______n.对联，对句8．______n.午夜，子夜9．______n.点心，小吃10．______n.鞭炮，爆竹11．______n.烟火，烟花12．______n.灯笼，提灯13．______n.谜，谜语14．______n.柳，柳树15．______v i.渐渐出现16．______n.眼泪，泪珠v t.&v i.撕裂，撕碎17．______n.袖子Ⅱ.拓展词汇1．____adj.宝贵的，珍贵的；珍奇的；珍稀的→____ad v.昂贵地；仔细地；珍贵地2．____v t.选择，挑选→____n．选择，挑选；选集3．____v i.&v t.定居；结束；解决；决定→____n．解决，处理4．____adj.方便的，省事的，便利的，实用的→____n．方便，便利；厕所；便利的事物5．____adj.整洁的，整齐的；有条理的→____n．干净；整洁→____ad v.整洁地；熟练地；灵巧地6．____v t.代表；为……代言；体现→____n．代表，表现→____adj.典型的，有代表性的；n.代表；典型7．____n．机会，运气；巨款；命运→____adj.幸运的；侥幸的；吉祥的→____ad v.幸运地Ⅲ.重点短语1．______覆盖着，铺满了2．______吸入3．______某人一到达4．______熬夜5．______毕竟6．______使爆炸7．______点亮……8．______把……挂起来/晾起来9．______大小合适的Ⅳ.重点句型1．的确，全家人聚在一起是再幸福不过的了。

Unit 2 Natural disastersExtended Reading◆内容分析：本板块的语篇节选改编自《庞贝城的末日》。

小说描述了维苏威火山爆发前庞贝这座城市的繁荣景象、火山爆发时的巨大破坏力，以及人们在面对突如其来的灾害时的反应。

作者用丰富的想象描摹了灾难中人们的行为习惯，用文字展现了灾难发生时他们的恐惧与混乱。

◆教学目标：By the end of this section, students will be able to:1.understand the adaptation of the novel about Pompeii;2.grasp the main idea of the adaptation;3.know the destructive power of natural disaster.◆教学重难点：1.To guide students to understanding the article;2.Help students grasp the main idea of the adaptation;3.Help students understand some key words and expressions.◆教学过程：Step 1 Lead-inWatch a video and answer the questions:●What happened in the video?●What did the incident result in?●How would you describe the feelings of people there?●What would you do if you were on the scene?Let's read Edward Bulwer-Lytton and his novel The Last Days of Pompeii.Step 2 IntroductionRead the introduction to Edward Bulwer-Lytton and his novel. Answer the two questions.1. When and how was the city of Pompeii destroyed?Pompeii was destroyed by the eruption of Mount Vesuvius in the year 79.2. What is the Pompeii like today?It's the ancient city as it was and today it is an international tourist destination.Step 3 Fast-readingListen and answer the question: How is the article organized?A.In the order of time.B.With the change of places.C.With the development of feelings.D.All above.The right answer is A.Figure out the structure by the order of time.Part 1: para. 1Before the volcanic eruptionPart 2: paras. 2-4During the volcanic eruptionPart 3: para. 5After the volcanic eruptionStep 4 Careful readingRead para. 1 and answer the questions.●What scenes are presented in the city of Pompeii?Its little shops, tiny palaces, forum, wine bars and theatre.●What words would you use to describe Pompeii?Read paras. 2-4 and rearrange the sentences about the scene of the volcanic eruption in right order.a. The fire moved and changed in colour with every moment.b. The mountain-cloud rolled near, dark and rapid, like a river. It threw out a shower of ashes and huge pieces of burning stone!c. A huge cloud shot from the peak of the volcano, looking like a huge tree of fire.d. The earth began to shake and the sound of falling roofs could be heard.e. The earthquake came.c→a→d→b→eQ: How does the author create a sense of fear and confusion during the volcanic eruption?Possible answer:In paragraph 3, the author uses the phrase “the cries of women”, “the earth shaking” and "a shower of ashes" to let the reader hear, feel and see what is happening in Pompeii at that moment.Similes help the reader visualize what is happening: "the mountain-cloud seemed to roll towards them, dark and rapid, like a river".In paragraph 4, verb-ing forms like "running, pressing, pushing" create feelings of confusion because they show that these actions are happening at the same time. Fear is created with phrases like "wife was separated from husband, or parent from child" showing that in the darkness, everyone in Pompeii risked being separated—no one was safe.Read para. 5 and answer the question.Q: What was the city like after it was unearthed?Possible answer: Its walls were fresh as if painted yesterday; not a single colour changed on the rich pattern of its floors. In its forum, the half-finished columns seemed as if just left by the workman's hand.Then show some pictures of these structures.Step 5 ThinkingQ: Compare the first and last paragraph. What effect do they create? What does the author want to remind us?Possible answer: They create a strong comparison between Pompeii's lively past and lifeless present. By doing so, the author wants to remind us that in the flowing river of time, human's life is just a ripple and in the face of Mother Nature's power, human beings are small and weak.Step 6 DiscussionQ: People in Pompeii were not aware of the signs before the volcano erupted, and the city was destroyed. Do you think that we will be better able to protect ourselves from natural disasters in the future? Why or why not?Possible answer: Option 1Yes, I believe we will be better able to protect ourselves from natural disasters in the future. The development of science and technology will improve the ability to predict the arrival of natural disasters and help us be better organized and prepared for disasters.Option 2No. No matter how advanced science and technology may be in the future, natural disasters will always challenge us because most of them are unpredictable. Human technical skill will never match the power of nature so our ability to protect ourselves will always be limited and this means that we will always be victims of natural disasters in some way.Language Points:1. ... a talented writer who left his mark on the English language. (Lines 1-2)mark n. & v.provide some related words and expressions about “mark”.2. Trading ships bringing imports to the city or carrying exports overseas, along with golden pleasure boats for the rich, were crowded ... (Lines 9-11)imports & exports 进口/ 出口带im/in前缀的单词往往有“向内”的意思，而ex-前缀则相反如：include & exclude (包含/排斥，排除)implicit & explicit (含蓄的，暗示的/直率的，明确的)impose & expose (强加，征税/揭露，暴露在外)internal & external (内部的/外部的，表面的)along with 连同；随着；以及；和……一起；除……以外（还）eg. So long as what you do is right, I'll go along with you.当together with连接前后两个主语时，谓语应该根据前面主语的人称和数来决定，此类短语还有but、except、besides、including、like、with、as well as、as much as、no less than、along with、in addition to、combined with、rather than等。

Unit 2 Extended reading 教案高中英语新牛津译林版选择性必修第三册（2023本教案的编写旨在实现以下目标和意义：引导学生深入理解《Unit 2 Extended reading》这一课文的内容和主题；帮助学生提升阅读理解能力，包括扩大词汇量、培养阅读策略等；培养学生的批判性思维和分析能力，将所学知识应用于实际情境中；激发学生的研究兴趣和主动性，培养他们对英语研究的持续动力；培养学生的合作和沟通能力，通过小组讨论和合作实践提升研究效果。

通过这些目标和意义的实现，我们希望能够帮助学生全面发展他们的英语研究能力，提高他们的研究成绩，并为他们未来的研究和生活打下坚实的基础。

本单元的延伸阅读教案旨在帮助学生达到以下语言和技能目标：提高学生的阅读理解能力，通过阅读不同类型的文本，培养学生的阅读技巧和策略；增加学生的词汇量并提高词汇运用能力，以便他们能够更好地理解和表达文章中的内容；培养学生分析、推理和判断能力，通过理解和解释文章中的观点和论点，培养学生的批判性思维；培养学生的写作能力，让他们能够用正确的语法和词汇表达自己的观点和意见；提高学生的研究策略和自主研究能力，让他们能够独立阅读和理解课外材料。

通过本教案的研究，学生将能够更全面地掌握本单元的主题和内容，并提高他们的语言和技能水平。

注意：本教案的具体内容和活动设计应根据教师的实际教学需要和学生的研究情况进行调整和改进。

本教案旨在延伸学生的阅读能力，提供多样化的教学资源和活动。

教学内容如下：阅读材料：选择一篇具有挑战性和启发性的英文文献作为阅读材料，如一篇科学研究报告、一篇社会问题分析文章或一篇名人演讲稿。

阅读理解：通过阅读材料，引导学生进行深入的阅读理解。

教师可以设计不同类型的问题，包括细节理解、主题把握、作者观点等，以检验学生的阅读能力和思考能力。

词汇拓展：针对阅读材料中的生词和短语，进行词汇拓展活动。

教师可以设计词汇表，引导学生研究并灵活运用相关词汇。